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Show The superintendent of Indian schools urged the employees to study the Com-missioner's policy with regard to educating the Indian, and to do all in their DO\Ter to carry it out. and teachers were. esoeciallv urged to consider the indian's homelife and'environment and to naaiie their mFthods of instructiw their pupils fit their conditions. THE MODEL FARM. S. Toledo Bherv, teacher, ATo. 8 day ic7~ool.--To instruct pupils in the proper arrallgenlent of farm buildings and crops I constructed nnd used in the class room :I model of a farnl, G feet long and 4 feet wide. It is conlplete in every detail and surrounded by a fence which could be made by a boy. The soil suited for diferent crops was placed in locations best adapted for their success-ful gro!vth. In this way the boy is given :m opportunity of comprehending what n usell-planned farm should be, aud at the same time improre his English vocabulnry by learning a great many nsefnl words. 1 heliere in letting the boy study the t h i n e that mill be of practical benefit in later life and not waste time in studying about the various species of monkeys inhabiting the forests of Africn. The model farm which me study in the class roonl during the minter we n~nkeo n a larger scale out of doors i n the spring. - J. J. Htue. iirdusfrial teacker, Standin.q Rock .School.-N is the mxn who thinlts out his nlans beforehnnd and nsnlrrs use of them who in the nlmessfnl ~~~~ ~ - - - ~ farmer. A f a r ~ e rsh ould linom something about keeping accounts in order to be able to tell if his work is paying, and the boy nmst learn why he is worliing. THE BELATION 0P THE DAY SCHOOL TO THE ~OARDINU SCHOOL IN LITEBARY AND INDUSTILIBL WOBIK. B. A. Sanders, teacher. Grand River school.-A direct relation should exist between these two classes of schools. The boarding school should continue the start given by the day school in teaching the pupils to plant a greater :icreage, and substitute horses and machinery for hoa, rakes, and sithes: to mend I,n,kvrl toolb or llrlr11e14 i l l I I ~ P sllrrl,, 21ud ro t;llic up :llld do worl; lrfr iintinished hv c,tllrPE .)r to ~tr11.1n ew \s.,rl: ax is wrluin,d. 'rhv b . ~ z ~ r<l9i .nl,,~> ol 4 ~ ~ 1 ,VlOId#I. Plvte n.h:lt is l~t-llll#i l l thv llov s r l l~ol:l ilt1 rllus l,l.~iltlPt~il~e 11~'fllllles0i 1 rlle indians as dtirehs. Each kiGd of school has its awn ~a r t i c u l n rs ahere, and each xnust in a measare depend on the other. If the giaantion and classiflea-tion vere brought up and kept a little nearer the excellent course of study pro<ided for Indian schools, a complete system would prevail. L!QMESTIO SCIENCE WOBE: Sister Swaphlne, matron. Standing Roc76 school.4ave a demonstration lesson wltll pupils. One girl told how she would get a dinner for a family of slx persons, describing every detail necefisnry for prepnring a nourishing meal. Others described horn to mnlre bread, biscuits, eoaLies, etc.. giving the ingredi-ents necessary and the various proportions for a given number of people. COUBEtATINGi LANOUAUE AND NU51BER NORK. Misn Elizabeth T. dtorris, teacher. Stal~ding Rock school.-Xisa Morris shored in a demonstration lesson with a class of pupils how she had been wecessful in correlating this vork by using objects-utensils, furniture, farm Implements. articles of clothing, etc. &ff.~sA gness G. Fredette, teacher, Cannon Ball day school.-The hlarkboard should he liberally used. as it seems to hold the attevtion of pupils more than hooks. I would select my words from the everyday life of the child, from the lrltchen and the dormitory, and let him build his own sentences, draw a picture of the object, write its name, and build up the number story. I have found the plan of using pupil teachers successful. HOW TO INSTIL AMONG IRDIAN BOYS A LOVE OF FARMING. J. H. Camp, industrial teacher, Agf'icfflltural Boardiny Sc1cooZ.-The younger the boy is started in his course of agricultural training the better. A boy's first lessons in tilling the soil may he given him in the garden or among the |